Anatomical models: Don't banish them from the anatomy laboratory yet

Pawlina, Wojciech; Drake, Richard L.

doi:10.1002/ase.1380

Cited by 21 publications

(22 citation statements)

References 12 publications

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“…Digital slide collections and “virtual microscopy” have become accepted for use in histology laboratory instruction (Gatumu et al, ) and their use is growing in U.S. medical schools (Drake et al, ). Currently, however, only sparse and mixed evidence supports the learning efficacy of many of these innovations in microscopic, neurological, and gross anatomy, particularly 3D models and simulations (Nicholson et al, ; Brewer, 2012; Khot et al, ; Pawlina and Drake, , Yammine and Violato, ), even as evolving courses and curricula come to rely on them, backed by increasing demands of technologically savvy millennial students (Sugand et al, ; Wallace et al, ; Han et al, ).…”

Section: Discussionmentioning

confidence: 99%

From chalkboard, slides, and paper to e‐learning: How computing technologies have transformed anatomical sciences education

Trelease

2016

Anatomical Sciences Ed

194

163

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Until the late-twentieth century, primary anatomical sciences education was relatively unenhanced by advanced technology and dependent on the mainstays of printed textbooks, chalkboard- and photographic projection-based classroom lectures, and cadaver dissection laboratories. But over the past three decades, diffusion of innovations in computer technology transformed the practices of anatomical education and research, along with other aspects of work and daily life. Increasing adoption of first-generation personal computers (PCs) in the 1980s paved the way for the first practical educational applications, and visionary anatomists foresaw the usefulness of computers for teaching. While early computers lacked high-resolution graphics capabilities and interactive user interfaces, applications with video discs demonstrated the practicality of programming digital multimedia linking descriptive text with anatomical imaging. Desktop publishing established that computers could be used for producing enhanced lecture notes, and commercial presentation software made it possible to give lectures using anatomical and medical imaging, as well as animations. Concurrently, computer processing supported the deployment of medical imaging modalities, including computed tomography, magnetic resonance imaging, and ultrasound, that were subsequently integrated into anatomy instruction. Following its public birth in the mid-1990s, the World Wide Web became the ubiquitous multimedia networking technology underlying the conduct of contemporary education and research. Digital video, structural simulations, and mobile devices have been more recently applied to education. Progressive implementation of computer-based learning methods interacted with waves of ongoing curricular change, and such technologies have been deemed crucial for continuing medical education reforms, providing new challenges and opportunities for anatomical sciences educators. Anat Sci Educ 9: 583-602. © 2016 American Association of Anatomists.

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Section: Discussionmentioning

confidence: 99%

From chalkboard, slides, and paper to e‐learning: How computing technologies have transformed anatomical sciences education

Trelease

2016

Anatomical Sciences Ed

194

163

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“…The use of three-dimensional (3D) anatomical models is ubiquitous in medical education. Medical educators rely on models to depict anatomical structures in a more efficient format than the cadaver [1][2][3] or when conforming to institutional constraints or social mores [4][5][6]. Anatomical models allow the user to move away from the clutter, discomfort, and complexity of a cadaveric dissection and can clarify characteristics or functions of an anatomical structure that are not readily apparent in situ.…”

Section: Introductionmentioning

confidence: 99%

Anatomical Models: a Digital Revolution

et al. 2015

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The use of three-dimensional (3D) anatomical models is ubiquitous in medical education. Medical educators rely on models to depict anatomical structures in a more efficient format than the cadaver; to move away from the clutter, discomfort, and complexity of a cadaveric dissection; and to clarify characteristics or functions of an anatomical structure that are not readily apparent in situ. Here, we review the use of physical anatomical models in teaching anatomical sciences in medical education. In addition, we examine the production of digital 3D models for interactive media and the production of physical models of anatomical structures using additive manufacturing (3D printing) methods. Finally, we examine methods of implementation of these visual and tactile resources in medical curricula. This review is intended as a primer for educators contemplating on the use of these learning objects in medical education.

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“…However, clearly they cannot mimic the tactile sensations experienced during cadaveric dissection. Given that it is often said that Millennials prefer to using state-ofthe-art technologies (e.g., Strauss and Howe, 2000;Meriac et al, 2010;Twenge et al, 2014), an unexpected finding that emerged from the literature was that physical models may be more beneficial than 3D virtual models when learning anatomy (Khot et al, 2013;Pawlina and Drake, 2013;Preece et al, 2013). Indeed, the clay models described by Estevez et al (2010) and Akle et al (2017) seemed to be particularly successful.…”

Section: Discussionmentioning

confidence: 99%

Neuroanatomy, the Achille’s Heel of Medical Students. A Systematic Analysis of Educational Strategies for the Teaching of Neuroanatomy

Sotgiu

Mazzarello

Bandiera

et al. 2019

Anatomical Sciences Ed

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Neuroanatomy has been deemed crucial for clinical neurosciences. It has been one of the most challenging parts of the anatomical curriculum and is one of the causes of "neurophobia", whose main implication is a negative influence on the choice of neurology in the near future. In the last decades, several educational strategies have been identified to improve the skills of students and to promote a deep learning. The aim of this study was to systematically review the literature to identify the most effective method/s to teach human neuroanatomy. The search was restricted to publications written in English language and to articles describing teaching tools in undergraduate medical courses from January 2006 through December 2017. The primary outcome was the observation of improvement of anatomical knowledge in undergraduate medical students. Secondary outcomes were the amelioration of long-term retention knowledge and the grade of satisfaction of students. Among 18 selected studies, 44.4% have used threedimensional (3D) teaching tools, 16.6% near peer teaching tool, 5.55% flipped classroom tool, 5.55% applied neuroanatomy elective course, 5.55% equivalence based instruction-rote learning, 5.55% mobile augmented reality, 5.55 % inquiry-based clinical case, 5.55% cadaver dissection, and 5.55% Twitter. The high in-between study heterogeneity was the main issue to identify the most helpful teaching tool to improve neuroanatomical knowledge among medical students. Data from this study suggest that a combination of multiple pedagogical resources seems to be the more advantageous for teaching neuroanatomy. . She teaches anatomy, neuroanatomy and microscopic anatomy to physiotherapy and medical students. Her research interest is focused on central nervous system disorders and medical education. VITTORIO MAZZARELLO, M.D., is an associate professor of anatomy in Department of Biomedical Sciences, University of Sassari, Sassari, Italy. He teaches anatomy to biological sciences and medical students. His research interest includes skin diseases, paleoanthropology and medical education. PASQUALE BANDIERA, M.D., is an associate professor of anatomy in Department of Biomedical Sciences, University of Sassari, Sassari, Italy. He teaches anatomy to medical and health care professions students. His research interest is in anthropology, paleoanthropology and medical education.ROBERTO MADEDDU, M.D., Ph.D., is an assistant professor . He teaches histology to medical and health care professions students. His research is focused on medical education, cancer stem cells and heavy metals. 27ANDREA MONTELLA, M.D., is a full professor

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Anatomical models: Don't banish them from the anatomy laboratory yet

Cited by 21 publications

References 12 publications

From chalkboard, slides, and paper to e‐learning: How computing technologies have transformed anatomical sciences education

From chalkboard, slides, and paper to e‐learning: How computing technologies have transformed anatomical sciences education

Anatomical Models: a Digital Revolution

Neuroanatomy, the Achille’s Heel of Medical Students. A Systematic Analysis of Educational Strategies for the Teaching of Neuroanatomy

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